Kan faglig podcast i kjemi vekke studentenes indre kjemiker og bidra som et bærekraftig læringsverktøy?

SAMMENDRAG: Digitaliseringen av universitet og høgskolesektoren har inspirert faglærere til å ta i bruk nye verktøy i sin undervisning. Universitetslektorene Gro Audveig Hagen Bjørnøy og Cecilie Tynes Riksem har gjennom høsten 2020 utviklet en podcast i kjemi som heter “Rosa begerglass”. Kan podcaster som læringssupplement bidra til økt læringsutbytte og engasjement i et fag? For å måle effekten av bruk av en faglig podcast som læringsverktøy, har det blitt gjennomført spørreundersøkelser gjennom to faser. I evalueringsfasen ved slutten av semesteret svarte 90 % av studentene at de hadde lyttet på minst én episode av podcasten. Av de studentene som hadde hørt på minst to episoder av podcasten mente 81 % at den hadde økt deres kompetanse i kjemi i noen til meget stor grad og 93 % mente at podcasten hadde økt deres interesse i kjemi i noen til meget stor grad. Brukerstatistikken og responsen fra studentene viste at tilgjengelighet og valg av plattform er svært viktig for at studentene skal bruke en faglig podcast som læringssupplement. Resultatene indikerer at faglige podcaster kan bidra til å øke kompetansen og interessen for et emne og kan derfor være et bærekraftig supplement til undervisning. REFERANSER Bjørkestøl, K. og Nyberg, S. O. (2019). Bruk av podcasts i matematikk ved et universitet og analyse av eksamensresultat, Nordic Journal of STEM Education, Vol. 3, No. 1, s. 116-120 Colin, G. (2017). Podcasting in education: What are the benefits? The Podcast Host academy. Hentet 08.01.21 fra: https://www.thepodcasthost.com/niche-case-study/podcasting-in-education/ Emblemsvåg, M. S. (2020). Læringsutbytte i den koronaskapte digitale revolusjonen, Khrono. Hentet 13.01.21 fra: https://khrono.no/laeringsutbytte-i-den-koronaskapte-digitale-revolusjonen/485456 Goldman, T. (2018). The Impact of Podcasts in Education. Advanced Writing: Pop Culture Intersections 29. Hentet 08.01.21 fra: https://scholarcommons.scu.edu/engl_176/29 Granås, A.G. (2015). Bruk av podcast for å styrke studentaktive undervisningsformer, Digin. Hentet 08.01.21 fra: https://blogg.hioa.no/digin/2015/09/21/fra-utdanningene-bruk-av-podcasting-for-a-styrke-studentaktive-undervisningsformer/ Halland, G. O. (2004). Læring gjennom stimulerende samspill. Veiledning, vurdering og ledelse. Fagbokforlaget Hovdhaugen, E. (2019). Årsaker til frafall i høyere utdanning. En forskningsoppsummering av studier basert på norske data, Arbeidsnotat 3/2019, Oslo: NIFU Hovdhaugen, E. og Aamodt, P. O. (2005). Frafall fra universitetet. En undersøkelse av frafall og fullføring blant førstegangsregistrerte studenter ved Universitetet i Bergen, Universitetet i Oslo og NTNU høsten 1999. Arbeidsnotat 13/2005, Oslo: NIFU STEP Nord, N. (2020). Ja til digitalisering, men på en klok måte, Universitetsavisa. Hentet 08.01.2021 fra: https://www.universitetsavisa.no/campus/ja-til-digitalisering-men-pa-en-klok-mate/111273 Riksem, C. T. og Bjørnøy, G. A. H. (2020a). Podcast: Rosa begerglass Sesong 1. Panopto. Hentet 08.01.21 fra: https://ntnu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?pid=e1f05dd7-1077-4aa8-9625-ac53006823d4 Riksem, C. T. og Bjørnøy, G. A. H. (2020b). Podcast: Rosa begerglass Sesong 1. Spotify. Hentet 08.01.2021 fra: https://open.spotify.com/show/2Cst1OfTsGAjb7WcfwzMaq Sandnes, B. (2020). Rosa podcast, NTNU Nyheter. Hentet 10.11.20 fra: https://www.ntnu.no/nyheter/rosa-podcast/ Smeplass, E. (2020). Digitalisering må skje i form av dialog med studentene. Universitetsavisa, Hentet 08.01.21 fra:https://www.universitetsavisa.no/gjesteskribenten/digitalisering-ma-skje-i-form-av-dialog-med-studentene/101480 Sund, A. K. (2020). God digital undervisning gir mange muligheter, Universitetsavisa, Hentet 08.01.21 fra: https://www.universitetsavisa.no/ytring/god-digital-undervisning-gir-mange-muligheter/102637 Vidnes, A. K. (2020). Korona har trolig endret høyere utdanning for alltid. Men hva mister vi med den digitale revolusjonen? Forskerforum. Hentet 13.01.21 fra: https://www.forskerforum.no/hva-har-vi-laert/

INVESTIGATING THE PROBLEM ENCOUNTERED BY STUDENT’S IN WRITING THE RECOUNT TEXT

It has been realized that writing is one of English skills that must be mastered by the English language learners. Writing is a form of communication that allows students to put their feelings and ideas on paper, to recognize their knowledge and beliefs into convincing arguments, and to convey meaning through well constructed text. It’s most advanced form, written expression can be as vivid as a work of art. As children learn the steps of writing, and as they build new skills upon old, writing evolves from the first simple sentences to elaborate stories and essays. Spelling , vocabulary, grammar, and organization come together and grow together to help the student demonstrate more advanced writing skills each year. Jonah(2006:29) argues that writing can be used as an indirect means of communication to other convey information. Activities is not easy to write bacause writing should be able to produce something new and can give you an idea or ideas to the reader through writing.

An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English

English prepositions play a significant role in helping students form a well-structured sentence in their learning and communicating. To help Vietnamese learners of English acquire their competence, the authors have done survey research to investigate the factors affecting the uses of English prepositions made by Vietnamese learners of English. The population included 200 female and 200 male participants. A total of 400 answers on the questions provided in the 100-question questionnaire were used for hypothesis testing. The items in the survey were given different weights, and the total attainable marks were 100. The results showed that Vietnamese intra-lingual interference strongly affected prepositional sense expressed by Vietnamese EFL learners. Genders, level of learning (low, intermediate, and advanced), writing and speaking, and cognitive embodiment also played a significant role in terms of language transfer, affecting the usage of English prepositions by EFL learners.

Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post- test, both test involves the students’ method of writing and its benefits of feedback. The obtained data showed that the students’ language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.

Students’ References in Thesis of English Department at STKIP PGRI Sumatra Barat

It is obvious that referencing is an essential part in scientific writing and ethical values that authors should be used in theirwork. It is strongly informed that reference avoids plagiarism and supports the author arguments. For instance, when a student wrotescientific writing, she or he should quote and cite other related literates or findings to make their writing trustworthy. In other word,it was not just collection of ideas but something authentic and scientific. It was still inchoate if a student who did her thesis withoutstating her or his sources in reference. In fact, the students frequently did not write their citations in reference. It was found that thestudents did not write the sources taken from any experts based on the guideline. They did not write down their references bydetermining the resources from the books, journals, magazine, articles, newspaper, document, thesis, and internet. Most of them onlytended to make their reference from the book. It was not moot point that students did not write about city and publisher in somecases. On the contrary, in advanced writing class, they have been taught how to quote and cite other ideas and how to write them onreferences based on guideline MLA and APA style. Meanwhile, they also had two supervisors to help them during writing their finalproject. Briefly, the result showed that a number of students did not write all their sources and not follow the rule or referenceguideline.

Explaining a Scientific Concept for Page and Screens

While students learn valuable skills by composing multimodal works, these assignments can also help students master traditional writing genres by defamiliarizing some of the "design choices" they make when writing. Requiring students to revise a traditional written essay into a video accomplishes two key goals in both lower level and advanced writing classes. It updates writing curricula to provide students experience with the kind of writing they will do in other classes. Furthermore, reflecting on the revision process enhances student appreciation for the importance of clear prose, careful exposition, and logical organization.